Creation of an Enhanced Primary Care Registered Nurse Preceptor Role: A Pilot Project.

Historically, community health nursing education has not encompassed clinical sites in primary care. Primary care can be an important domain of community health nursing education. However, student practicum opportunities are limited by the number of and underutilization of RNs practicing at the full scope of their licensure (including assessment, client education, care planning and evaluation of care interventions) who can serve as student preceptors, especially in rural areas. This article describes the creation and implementation of the Enhanced Primary Care Registered Nurse (EPCRN) role in rural primary care clinics, as well as evaluates student perceptions of the EPCRN-precepted clinical experience. One nursing school used a federal training award to create the role of Enhanced Primary Care Registered Nurses (EPCRNs) to practice in federally-designated Rural Health Clinics. The EPCRNs worked in the Rural Health Clinics performing patient care and also functioned as student preceptors. Student experiences were evaluated through quantitative and qualitative methods, namely the Clinical Learning Experience, Supervision, and Nurse Teacher (CLES+T) scale and focus groups. This pilot project demonstrated positive pre-licensure student experience feedback as well as role value and sustainability for the health system. This pilot served as an example of a process for EPCRN role design within a primary care clinic site. It also demonstrated the importance of innovative, sustainable academic-practice partnerships.

Risk factors for teen suicide and bullying: An international integrative review.

AIM: This study aimed to analyse risk and protective factors for teen suicide and bullying. BACKGROUND: Research shows that high percentages of bully-victims report suicidal thinking or suicide attempts. DESIGN: This was an international integrative review. DATA SOURCES: Five databases including CINAHL, Scopus, PubMed, Google Scholar and Cuiden were searched between January 2010 and December 2020. REVIEW METHODS: Review methods included problem identification; search, evaluation and analysis of literature; and presentation of results. RESULTS: Eighteen studies were included. We grouped the selected articles into seven thematic categories. The most significant risk factors were being male, having a previous personal and/or family suicide attempt, mental health problems, substance abuse, previous physical and/or sexual abuse, low socio-economic level, belonging to a single-parent family, underachievement, family dysfunction and violent environment. The most common protective factors for both suicide and bullying were being female, having good mental health, belonging to a two-parent family, safe school environment, good family relationships and having an involved teacher. CONCLUSION: Suicide resulting from bullying is a social and public health problem, so nurse practitioners and paediatric primary care nurses have a responsibility to educate teachers and parents in order to promote early detection and the development of more effective prevention and action plans.

Utilizing evidence-based guidelines to develop a language barriers simulation.

BACKGROUND: The United States population is becoming increasingly diverse. Despite this trend, diversity in the nursing profession lags. In order to provide patient-centered care, students must learn the nuances of providing culturally competent care. There are many ways to assess the impact of culture on healthcare behaviors and norms, and can include, but are not limited to, ethnicity, sexual orientation, or religious preference. Clinical experiences offer inconsistent opportunities for students to interact with potentially diverse patients. OBJECTIVE: The aim of this project was to develop a simulation that built upon curricular objectives and evidence-based guidelines for healthcare providers communicating across language barriers. FINDINGS: Regulations and evidence-based guidelines describe how to provide quality patient-centered care to diverse groups of patients. These guidelines can be adapted at the clinician and systems level to facilitate culturally sensitive and linguistically appropriate services to patients. These guidelines were applied in an educational setting, and combined with best practices in simulation, to enhance undergraduate nursing students' experience in caring for diverse patients. CONCLUSION: The use of simulation can be optimized when based on evidence-based guidelines encountered in clinical care.

Guiding the Process of Culturally Competent Care With Hispanic Patients: A Grounded Theory Study.

PURPOSE: To explore nursing care actions that lead to culturally competent care for Hispanic patients. BACKGROUND: Nurses report apprehension when delivering nursing care because of language barriers and a lack of Hispanic cultural understanding. Research is needed to inform culturally aware nursing practice actions for Hispanic patients. DESIGN: The study used a qualitative, grounded theory design to address the questions: (a) What cultural knowledge should nurses have when caring for Hispanic patients and families and (b) What nursing actions should nurses take to provide culturally competent care? Hispanic lay health promoters and Hispanic community members were interviewed to make recommendations for care. RESULTS: A model was identified that informs culturally competent nursing care. "Connectedness," the central phenomenon, describes nursing actions and contains subthemes explaining influences on nursing care. "Up to You" and "At the Mercy of the System" are descriptive themes influencing connectedness. CONCLUSION: Connectedness is central to culturally well-informed nurse-patient interactions.

An integrative review of student evaluations of teaching: implications for evaluation of nursing faculty.

Student evaluations of teaching often play an important role in the promotion and tenure of faculty. Many of the instruments in use within the university setting are self-developed and have not undergone psychometric testing. More specifically, nursing education has many unique challenges, yet the effectiveness of student evaluations of teaching in nursing is understudied. The purposes of this integrative review were to review the current research literature on the design and psychometric testing of teaching evaluation scales, to synthesize the results, and to propose implications specific to nursing programs that are evidence based and will provide guidance on faculty teaching evaluations. A systematic literature review was conducted using Cooper, H. (1998). Synthesizing research: A guide for literature review (3rd ed.). Thousand Oaks, CA: Sage Publications methodology. Data analysis led to the identification of 6 themes: faculty characteristics and perceptions, student characteristics and perceptions, course characteristics, on-line versus paper student evaluations, reliability and validity, and development of new instruments. This literature review provides the context in which to interpret student evaluations of teaching and discusses implications for practice.